Dana Davis

ELD 307
Dr. Casey
Spring 2015
Writing Analysis Lesson Plan
Line-by-Line
Grade Level: 2
Subject: Literacy

Topic: Writers Workshop

Rationale: Students learn to write when they have an active interest in what they are writing
about. This lesson supports students exploration of language skills as they read and dissect
poetry. Through poems, students explore meaning, sentence structure, rhyming words, sight
words, vocabulary, and print concepts.
Standards:
CCSS.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
CCSS.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
CCSS.L.2.1.F
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the movie; The action movie was watched by the little
boy).
CCSS.L.2.2.A
Capitalize holidays, product names, and geographic names.
Objective: The students will be able to (SWBAT) identify the elements of a sentence. SWBAT
define and spell new vocabulary words. SWBAT demonstrate an understanding of print
concepts. SWBAT recognize rhyming words.
Materials: poem, highlighter, pencil, sentence strips
Procedure:
1. Introduce students to the poem that you prepared on chart paper by reading the title. Ex:
read aloud the title of the poem, "Firefly.
2. Have students turn and talk and discuss what their predictions are about what they think
the poem is going to be about.
3. Read the poem to your students. Use a pointer to point to each word as you read. Focus
on reading with inflection and following the poem pattern.

4. After reading, discuss the meaning or message of the poem with students. Ask them, "Did
you enjoy the poem? What did you like or dislike about the poem? What does it mean to
you?"
5. Have students use sticky notes or highlighter to note any new vocabulary words. Pick out
other words in the poem that your students may not be familiar with.
6. After identifying the new vocabulary words, discuss the definitions. Ask students, "What
is a firefly?" "When does it come out?" "What does glow mean?" Help them to use the
context of the poem to figure out the meaning of the new words.
7. Reread the poem with new knowledge of the vocabulary. Ask students if the meaning of
the poem has changed now that they understand the new vocabulary words.
8. Students will then focus on sentence structure and concepts of print. Give each student at
least one sentence strip containing a phrase or line from the poem. Provide enough time
for students to read their sentence strip and become familiar with the words on the strip.
9. Explain to your students that they each have a phrase or line of the poem. Reread the
poem to them. Explain that when a phrase is read by you, the student with the matching
sentence strip should raise his or her hand. As the poem is read, each student will then
stand up, show his or her phrase to the class, and read the phrase pointing to each word as
it is read.
10. Discuss the characteristics of each phrase. Why would a phrase that is capitalized not go
in the middle of the poem? Does the word order make sense? Does each phrase have a
subject and a verb?
11. Reread the poem, one line at a time. As you read, have students look for their sentence
strip words within the poem.
12. When students see their poetry phrase, have them raise their hand, stand up, and reread
their phrase.
13. If the student is correct, have them put the sentence strip in the correct place on the
whiteboard.
14. Repeat this activity until the poem is finished.
15. When finished, reread the poem together as a class.
16. Discuss the poem's message or meaning by asking probing questions, such as "Have you
ever seen a firefly?" "What do you know about fireflies?" "What do they look like?"
"Where do you see them?" "When?" Have students share their thoughts and feelings.
17. Review all new vocabulary words used and sentence structure of the poem.
Assessment: Students will be observed through independent writing to determine if he/she
demonstrates an understanding of print concept, sentence structure, and proper spelling of new
vocabulary.
Differentiation: Students will be given poems based on their reading/vocabulary knowledge.
Future Connections: Students can write their own poems using rhyming words and proper
sentence structure.
References
Reed, Jennifer. "Poetry Portfolios: Using Poetry to Teach Reading - ReadWriteThink."
Readwritethink.org. ILA/NCTE, 2015. Web.